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We help bring humanity together to help simplify the pillars of Mind, Body and Soul and to build practices and habits that are important to us and are nearly impossible to do on our own so that they can elevate their consciousness and manifest a lifestyle of vitality and abundance while forming fresh perspectives, growing and forming meaningful connections. Through this platform, we are striving to enrich the people of the society by bringing subject matter experts & practitioners together in one place for meaningful face to face interactions. This will provide the tools for conducting one’s life at the highest and most integrated level.

Revoar was born in 2017 from a dream of working with the power of socially vulnerable youth, starting from the perception that youth is an important phase of a human being's life, during which young people are in full development and in a moment of great doubts, pressures and conflicts. However, they have few opportunities, people and places that are safe and adequate for them to develop fully and reflect on and share anxieties and concerns about their decisions about the future. This absence of specific conditions and support to look at oneself and develop in an integral way, whether in the current school system, in families or in places and groups frequented by youth, leads today to a frequent number of young people with depression, with fear and few prospects for the future, and suffering from anxiety and psychosomatic illnesses. The power and vitality of youth, as well as their potential for mobilizing change, both in relation to their role in the economically active population of the coming decades, and for their strong presence and transformative power, have been underdeveloped and got little attention, due to the way in which the education system is considered in the country. Education today remains focused on the enhancement of cognitive skills, with a focus on the obligation to teach content and a more technical vision of education, which is geared towards preparing people for the professional market. Traditional education still uses models designed to answer old demands, without being able to clearly meet the demands of the new century and reflect new discoveries about human complexity. This policy option for education excludes from the process of development of human beings, which are complex and multidimensional beings, the learning of social and emotional skills. Young people, the adults of tomorrow, end up going through school and the youth phase without having the opportunity to know and improve a human dimension relevant to their integral development, which in turn generates human beings with limited, and little explored potential. Today, schools are unable to fulfill the mission of developing all the skills that human beings need to face the challenges of the 21st century. And that does not mean that cognitive skills (interpreting, reflecting, thinking abstractly, generalizing learning, etc.) should be left aside, but rather calls for the integration of the development of socio-emotional skills into the teaching/learning process, since the two are related and complement each other, and together they allow for the integral development of human beings. Therefore, the development of a full education, which considers the human being in its entirety and fullness, is, in general, not being achieved. Currently, there are many terms that refer to socio-emotional skills, such as education for life, 21st century skills, soft skills, emotional and social intelligence, among others. Regardless of the term used, studies have demonstrated the importance and benefits - individual and social - of developing such skills, such as increased creativity, overcoming losses and difficulties, improving teamwork, reducing bullying, decreasing anxiety and depression and better awareness of talents and strengths. With the lack of an integral education that is concerned with the development of these skills, young people miss the opportunity to improve the way they relate to themselves and to others, they do not know how to deal with their feelings and emotions, they do not learn to make decisions in a responsible manner, they don't learn to deal with problems and difficulties, they don't develop empathy, self-confidence and they don't learn to be collaborative people. In view of all these situations and realities, Revoar was created with the proposal to design and implement educational processes for young people in situations of social vulnerability, in public and private schools in Rio de Janeiro, working to contribute to the socio-emotional development of these young people. The organization's mission is to promote a new education, which values a more humane and integral education, in order to enable better personal and socio-emotional development, through a focus on four pillars: self-knowledge, collaboration, empathy and autonomy. To fulfill these objectives, a novel educational path was created, based on practical and dynamic experiences, combined with deep and provocative reflections and meditations, based on several collaborative and innovative methodologies, which was named Pedagogy of Reconnection. The entire methodological process proposed is participatory, respecting listening and dialogue between participants. Knowledge is sought through pleasure and the desire to be in Revoar. And, for this, the methodology is based on participative, cooperative and playful actions that recognize the individuality of each one and, at the same time, the strength and importance of the collective. Revoar's methodology is inspired by innovative and collaborative methodologies such as: Pedagogy of Cooperation, Cooperative Games, Dragon Dreaming, mindfulness, Art education, among others, for the development of socio-emotional skills. Instituto Revoar, in its four years of activity, has held courses with middle and high school students from public schools in Rio de Janeiro, as well as with young people under age who have committed crimes and serve socio-educational measures at the Novo Degase institution. Based on the monitoring and evaluation of its actions, Revoar verified positive and important results, such as, for example: greater ability among participants to identify their own feelings and emotions and greater confidence in expressing them; greater capacity for listening and empathy, and improvement in sociality and working in groups; increased self-esteem through the identification of skills and strengths; improvement in life prospects with the awakening of dreams and greater capacity for choice and decision making with the elaboration of life projects. After two years of working with young people, in 2019, Instituto Revoar began to share its experience and knowledge with educators from the municipal education network in the city of Rio de Janeiro through the "Connected Educators" project. Connected Educators is a process of experiential training, from the perspective of integral education, which aims to deepen the knowledge of educators about socio-emotional skills, so that they can more intentionally develop them in the classroom. The Connected Educators course focuses on connecting educators with themselves, with their "I-educator", with their studies and with the school and, from there, developing a more direct and deeper knowledge about socio-emotional skills, and about ways to develop them intentionally in the classroom. The feedback from the participating educators was very positive, having seen results in the educators' self-esteem and motivation, as well as their practical experience of socio-emotional education in the classroom. Instituto Revoar, therefore, currently creates learning experiences to strengthen and connect educators and students, with a focus on the development of socio-emotional skills and the promotion of integral education.

Aveson redefines teaching and learning so all children have the opportunity to experience an exemplary public education. We provide the right instruction for every student every day by supporting innovative teaching methods and a personalized, experience-based learning environment to ensure no child is left unknown. Our mission is supported by the following Guiding Principles: Vision means seeing what could be and what will be and living the difference. There is no such thing as too much truth. How you say it is as important as what you say. When identifying problems, offer strategies and solutions. Everyone's time is valuable. Your commitment is to make others around you successful. Our growth together requires us to grow individually. Integrity is everything.

Metropolitan School of Dance, Incorporated: Building character through the art of Dance. MSDI is dedicated to enabling students of every socio-economic background the excitement of personal accomplishment through dance. Our program lends attention to building positive self esteem, self confidence, self worth, determination, discipline, focus and personal accomplishment through arts education. MSDI trains students ages 3 through senior adult (essentially all ages) in ballet, Pointe', African, modern, jazz, tap, hip-hop and drama. Our in-house motto is "EveryBODY" has the right to dance. MSDI does not turn any individual away based on color, creed, ethnicity, size or physique, race or religious affiliation.

The U.S. Association for International Migration (USAIM) is the nonprofit partner of the International Organization for Migration (IOM) in the United States. As a registered 501(c)(3) nonprofit organization, USAIM seeks to empower migrants. Through outreach, education, and fundraising USAIM aims to raise awareness about the reality of migration while encouraging positive action. USAIM's Mission: To broaden public awareness To support programs that promote the humane and orderly migration of people To mobilize private sector resources To work in partnership with the International Organization for Migration (IOM) to support domestic and international programs benefiting migrants, displaced persons, and families

The mission of Earlham College, an independent, residential college, is to provide the highest quality undergraduate education in the liberal arts, including the sciences, shaped by the distinctive perspectives of the Religious Society of Friends (Quakers). The College provides extensive opportunities for students and faculty to learn from each other in a cooperative community, an important aspect of which is collaborative student/faculty research. At Earlham College, education is carried on with a concern for the world in which we live and for improving human society. Therefore, Earlham stresses global education, peaceful resolution of conflict, equality of persons, and high moral standards of personal conduct.

Indigenous Health Solutions is a trans-disciplinary collective of pioneers driven by a passion for service to the Earth, and the poorest and most remote communities on it. Through the lens of planetary health, where shifts in natural systems are prioritized in examination of human health, experts in conservation, health, anthropology, and business come together with those in need to craft and implement culturally informed and community led solutions for development. Our programs are built upon the foundational principle that development must be indigenous, that is, planned in partnership with those in need and rooted in the place of delivery, reflecting practical awareness of the interconnection between health, conservation, livelihood, and education.

Morris Brown College was founded on Christian principles in 1881 by the African Methodist Episcopal Church and is chartered by the State of Georgia as a private, coeducational, liberal arts college engaged in teaching, research, and public service in the arts, humanities, social and natural sciences and professional programs.The mission of Morris Brown College is to provide educational opportunities in a positive and nurturing environment that will enable its students to become fully functional persons in our global society. The College prepares graduates to live meaningful and rewarding lives, thereby enabling them to make socially constructive and culturally relevant contributions to society.

Our mission is to discover talented youths with core competencies required by the present knowledge and information based societies through the following to help solve the problems that humankind faced and eventually make the world a better place. 1. International science, technology, engineering, arts, and math(STEAM) fairs with science forums for youths 2. Motivating talented youths for scientific research through relevant education 3. Cultivation of science research abilities and development of creativity in youths 4. Forming STEAM communities of talented people and experts who possess combined knowledge of humanities, sociology, and science technology with convergent thinking.

The mission of the university is to develop in its students capacities for critical analysis, aesthetic appreciation, sound judgment, and apt expression that will sustain a lifetime of intellectual curiosity, active inquiry, and reasoned independence. A Puget Sound education, both academic and cocurricular, encourages a rich knowledge of self and others; an appreciation of commonality and difference; the full, open, and civil discussion of ideas; thoughtful moral discourse; and the integration of learning, preparing the university's graduates to meet the highest tests of democratic citizenship. Such an education seeks to liberate each person's fullest intellectual and human potential to assist in the unfolding of creative and useful lives.

Reflected in Lewis Carroll's achievement is the mission of the Lookingglass Theatre Company. Through theatre, which invites, even demands, interaction with its audience, our goal is to fire the imagination with love, to celebrate the human capacity to taste and smell, weep and laugh, create and destroy, and wake up where we first fell — changed, charged and empowered. The Lookingglass Theatre Company combines a physical and improvisational rehearsal process centered on ensemble with training in theatre, dance, music, and the circus arts. We seek to redefine the limits of theatrical experience and to make theatre exhilarating, inspirational, and accessible to all.

The Freedom and Fashion Mentorship Program exists to empower and transform those it serves, taking each student from a place of discouragement and brokenness to a reality of power and inspiration. Above learning the marketable skills of fashion design and beauty artistry, our youth is provided with a new way to look at themselves, their pasts, and their future. By infusing these practical lessons with important conversations about self image, leadership, the power of choice, etc, and exercising the right hemisphere of the brain, it has been proven that our students break through unhealthy cycles, heal from past traumas, and experience freedom. After each program we come together in celebration and support them in their overcoming and completion of the program by hosting fashion shows that debut the student’s collection, which simultaneously serves as an awareness platform.